Northouse, Leadership 9e
SAGE Publishing, 2022
Class Activities
Chapter 12: Inclusive Leadership
Activities
These activities may be used in either small-group or large-group settings, depending on class size and
time available. Some may be suitable for homework or preparation for a “Flipped classroom” experience
during the next class period.
Inclusive Leadership Questionnaire
Have students complete the Inclusive Leadership Reflection Instrument individually and share their
results in small groups. As each group reports its results in a large-group discussion, compile a master list
Case Analysis
Assign each case to one or more small groups for in-class analysis and discussion. Each small group
should then report back to the entire class about the results of its group work.
Up for Debate
In small groups have students identify a significant and controversial issue in the United States related to
Responding to Other Cultures
Draw a line on the board in the classroom. On one end of the continuum write “resistance to other
cultures,” on the other “participation in other cultures.” Have the class brainstorm the attitudes that
Northouse, Leadership 9e
SAGE Publishing, 2022
Folk Tales
Ask students to bring to class a folk tale from another culture. Have several of them read their tales in
class. When is the tale told in the culture? By whom? What is the purpose of the story (to entertain,
Cultural Connections
This activity is a good opening exercise for the unit on culture and leadership. Create a checklist or bingo
grid with the following terms; hand it out to students; and ask them to chat with their classmates and
find those who fit the description or have had the experience. Students who match a description or
experience can sign their initials or names on the sheet. Students should sign their names under no
more than one category per page. Try to have students talk to everyone in the room. Instructors can add
items unique to their institutions, such as well-known diversity courses, campus events, and speakers.
___Traveled outside the United States
___Speaks a language besides English
___Has attended a worship service of a religion other than his/her own
___Has attended a Bar Mitzvah
___Has attended a Quinceañeros celebration
___Has taken [a cultural heritage] course at your university
___Has relatives who live in another country
___Has a close friend or roommate who’s an International Student
___Has attended a powwow
___Has/had a pen pal from another country
___Has eaten Indian food (or Japanese food or Greek food, etc.)
Northouse, Leadership 9e
SAGE Publishing, 2022
Celebratory Months
Depending on the time of year, the course is offered, the topic of inclusion and leadership may dovetail
with special observances in the United States such as Black History Month (February), Cinco de Mayo
(May), Kwanzaa (December), National Women’s History Month (March), Haitian Heritage Month (May),
LGBTQ Pride Month (June), National Hispanic Heritage Month (September), Filipino American History
Month (October), and several others. Special teaching resources may be available in the school library or
community organizations.
You may also wish to assign students to research and report on a national holiday or memorial day from
Perspective-Taking
Ask students to interview an International Student on campus about their perceptions of their
experience with U.S. culture on campus. What are the main differences they notice between their home
Writing Assignments
Inclusive Leadership
Have students write a 2–3-page reaction paper about an inclusive, contemporary leader, explaining how
their characteristics and behaviors have shaped positive outcomes. Students should also discuss how
this approach provides a useful way to understand the leadership shown by this individual.
Cultural Leadership
Have students interview a community leader who works with a different ethnic group than the
dominant culture. How does that person understand his/her leadership? Does he/she lead this group or
Northouse, Leadership 9e
SAGE Publishing, 2022
Inclusive Leadership Reflection Instrument
Have students write a 2–3-page reaction paper that explains their scores in relation to their
understanding of their own inclusive behaviors in daily interactions. Their papers should describe their
perceptions of the accuracy of these measures, discuss the implications of the scores, and provide
specific examples to support their ideas.
Interview Paper
Ask students to interview a student, staff member, or faculty member at your school who immigrated to
the United States. What does this person appreciate most about his or her country of origin? About the
One-Minute Paper Topics
What can you do moving forward to enhance your active listening skills?
Who is an inclusive leader you look up to and why?
What experiences have made you proud of your cultural heritage?
Internet Activities
Internet #1: Class Blog
In your class blog or chat room, write about some of the discussion questions provided in this chapter.
Some additional questions are suggested here:
• Do you have any intercultural friendships? How are they similar to or different from your same-
culture friendships?
• How can we recognize our own ethnocentrism?
Internet #2: Diversity and Inclusion Policies
Northouse, Leadership 9e
SAGE Publishing, 2022
Internet #3: Ethnocentrism Scale
Ask students to go online and take the Ethnocentrism Scale Test developed by Neuliep and McCrosky
Internet #4: Tweeting Like a Leader
If you have asked students in Week 1 to follow a thought leader on Twitter throughout the term, have